Teachers’ Beliefs About the Provision of Education for Students with Autism Spectrum Disorder: A Systematic Review

Han, Chunyan; Cumming, Therese M.

doi:10.1007/s40489-022-00350-6

Rev J Autism Dev Disord

2022

DOI: 10.1007/s40489-022-00350-6

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Teachers’ Beliefs About the Provision of Education for Students with Autism Spectrum Disorder: A Systematic Review

Chunyan Han

Therese M. Cumming

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Cited by 2 publications

References 57 publications

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Unveiling the tapestry of teacher belief research: tracing the present and forging the future through bibliometric analysis

Wang,

Gao,

Sun

et al. 2023

Curr Psychol

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Research on teacher beliefs has gained significant attention from scholars, resulting in a vast body of literature. To understand the current trends, themes, key contributors, and emerging areas in this domain, we utilized CiteSpace to review 1,731 teacher beliefs publications from 1951 to 2023 through the WOS database. The findings indicate that:1) Over recent decades, there has been a consistent increase in publications concerning teacher beliefs, which is still promising in recent years. 2) The research themes can be divided into professional development, teaching practices, self-efficacy, theoretical orientation, and student performance. 3) There is a noticeable lack of collaboration both across academic institutions and among different authors in the field of teacher beliefs research. 4) In terms of research hotspots, it can be roughly divided into the external environment, the belief ontology, and teaching practices. 5) In terms of research frontiers, four main research frontiers were identified in different periods: epistemological belief, implementation, inclusive education, and English. This study contributes to researchers’ understanding of the developmental trajectory of teacher beliefs research, thus providing references and guidance for future research endeavors.

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Unveiling the tapestry of teacher belief research: tracing the present and forging the future through bibliometric analysis

Wang,

Gao,

Sun

et al. 2023

Curr Psychol

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Feasible Peer-Mediated Intervention for Autistic Children Using Minimal Speech: A Qualitative Intervention Development Process

O'Donoghue,

Kennedy,

Forbes

et al. 2024

Am J Speech Lang Pathol

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Purpose: Qualitative engagement with stakeholders in the development of interventions can provide insight into strategies to maximize feasibility in real-life settings. We engaged stakeholders (autistic adults, early childhood educators, early childhood sector leaders and policy influencers, parents of autistic children, and speech-language pathologists) to inform the development of an educator-led peer-mediated intervention (PMI) for autistic preschoolers who use minimal speech that is feasible to implement in inclusive early childhood education and care (ECEC) settings. Method: A qualitative iterative intervention design process was utilized. Stakeholders ( N = 15) attended an online workshop and completed a document review exploring the acceptability and feasibility of the proposed embedded PMI. A two-step analysis procedure using the Theoretical Domains Framework and template analysis was conducted to identify the barriers, enablers, and supports to the implementation of embedded PMI in early childhood settings. Results: While embedded PMI was unanimously acceptable to stakeholders, several participants expressed concerns regarding feasibility. Barriers to the successful integration and implementation of PMI in inclusive preschool contexts included access to skills, knowledge, and resources. Participants identified strategies to overcome modifiable barriers and to enhance the existing enablers. These strategies are reflected in the following themes: build on the familiar, build capacity in augmentative and alternative communication, adopt a whole center approach, adapt to meet the needs of the ECEC setting, and engage in proactive implementation. Conclusion: To address barriers to the implementation of embedded PMI, action is needed at various levels: macro (national/policy), meso (organization/setting), and micro (individual). Supplemental Material: https://doi.org/10.23641/asha.25155770

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scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

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Teachers’ Beliefs About the Provision of Education for Students with Autism Spectrum Disorder: A Systematic Review

Cited by 2 publications

References 57 publications

Unveiling the tapestry of teacher belief research: tracing the present and forging the future through bibliometric analysis

Unveiling the tapestry of teacher belief research: tracing the present and forging the future through bibliometric analysis

Feasible Peer-Mediated Intervention for Autistic Children Using Minimal Speech: A Qualitative Intervention Development Process

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